4EA0_02_msc_20120307

Mark Scheme (Results) January 2012International GCSE English (4EAO/02) English Language A in 100 languages.com/Aboutus/contact-us/ Alternatively.uk.edexcel. We provide a wide range of qualifications including academic. you can speak directly to a subject specialist at Pearson about Edexcel qualifications on our dedicated English telephone line: 0844 372 2188 Pearson: helping people progress. occupational and specific programmes for employers. you may find our Ask The Expert email service helpful. please call 0844 576 0026. We believe in every kind of learning.com. or visit our qualifications website at www. the world’s leading learning company. and by working across 70 countries.co. or visit our website at www.btec. everywhere Our aim is to help everyone progress in their lives through education. For further information. for all kinds of people. we have built an international reputation for raising achievement through innovation in education. wherever they are in the world. Find out more about how we can help you and your students at: www. If you have any subject specific questions about this specification that require the help of a subject specialist. Ask The Expert can be accessed online at the following link: http://www. our GCSE team on 0844 576 0027.pearson.Edexcel and BTEC Qualifications Edexcel and BTEC qualifications come from Pearson.com/uk January 2012 Publications Code UG030406 All the material in this publication is copyright © Pearson Education Ltd 2012 . For information about our BTEC qualifications. please call our GCE line on 0844 576 0025. We’ve been involved in education for over 150 years.edexcel. vocational. Where some judgement is required. Examiners should also be prepared to award zero marks if the candidate’s response is not worthy of credit according to the mark scheme. Examiners must mark the first candidate in exactly the same way as they mark the last. All marks on the mark scheme should be used appropriately. Candidates must be rewarded for what they have shown they can do rather than penalised for omissions.General Marking Guidance • All candidates must receive the same treatment. There is no ceiling on achievement. Mark schemes should be applied positively. • • • • • • • . Examiners should mark according to the mark scheme not according to their perception of where the grade boundaries may lie. When examiners are in doubt regarding the application of the mark scheme to a candidate’s response. the team leader must be consulted. Crossed out work should be marked UNLESS the candidate has replaced it with an alternative response. i. mark schemes will provide the principles by which marks will be awarded and exemplification may be limited. if the answer matches the mark scheme. All the marks on the mark scheme are designed to be awarded. Examiners should always award full marks if deserved.e. they offered me a chair/Asked me politely to return next year "If we let them in. The bullet points are not prescriptive. Question number 1 Indicative content A relevant answer will focus on: • evaluating how the writer tries to make the reader sympathise with the refugees • using textual evidence to substantiate the points made • the writer’s use of language. making appropriate reference to the texts developing and sustaining interpretations of them • understand and make some evaluation of how writers use linguistic and structural devices to achieve their effects.Paper 2 Question 1 – Reading A02 I. saying: "They must die" Ten thousand soldiers marched to and fro: Looking for you and me Stood on a great plain in the falling snow . It is important to be alert to unusual responses which are well explained and substantiated by effective use of textual evidence. they will steal our daily bread" It was Hitler over Europe. The following section represents a likely interpretation of the text but examiners must evaluate other responses on their merits. ii: • read with insight and engagement. Mark 15 • the challenges the refugees face they are homeless there's no place for us they have no country to go to Once we had a country…we cannot go there now they have no official status “If you've got no passport you're officially dead” people who might help are coldly unhelpful ordinary people regard them with fear and hostility they have become the target of politicians they are outnumbered and unprotected even the weather is against them Went to a committee. Candidates are free to interpret textual details in a variety of ways. but are intended to indicate aspects of the text that candidates may wish to consider. Saw the fish swimming as if they were free: Only ten feet away. we cannot go there now. my dear. but they weren't German Jews. resignation matter of fact tone. There are many possible interpretations of his feelings and the same quotation may be explained in different ways: • • acceptance of their fate. /Look in the atlas and you'll find it there:/We cannot go there now… …there grows an old yew. looking for you and me. my dear. my dear. some are living in holes…Yet there’s no place for us… Once we had a country and we thought it fair. but where shall we go to-day? repetition of my dear throughout the poem • • increasing fear • • increasing sense of hopelessness.• the reactions of the narrator to their situation The narrator’s reactions are finely nuanced and play an important part in making the reader sympathetic. But where shall we go to-day. despair remains affectionate to his partner • the contrasts in the poem between the haves and the have-nots emphasising the refugees’ isolation between a past that was happy and prosperous and a present that offers nothing between the natural order – which renews – and officialdom . my dear. suggest underlying bitterness barely concealed anger We cannot go there now. my dear. Saw a door opened and a cat let in:/But they weren't German Jews.which denies life between pampered animals and deprived humans between the freedom of wild animals and enslaved humans between dreams and reality between the isolation of the couple and the masses of the forces opposed to them Some are living in mansions. Ten thousand soldiers marched to and fro: Looking for you and me. only ten feet away. almost wry. /They had no politicians and sang at their ease… Dreamed I saw a building with a thousand floors…Not one of them was ours Ten thousand soldiers marched to and fro: Looking for you and me… . /Every spring it blossoms anew:/old passports can’t do that… Saw a door opened and a cat let in:/But they weren't German Jews… saw the birds in the trees. my dear./Went down the harbour…/Walked through a wood But they weren't German Jews. my dear. they will steal our daily bread" In the village churchyard there grows an old yew. Went to a committee. and are frequently negative to reflect their hopelessness language with religious associations • makes them Christ figures (flight into Egypt) • is used ironically (the Lord’s Prayer) Went to a committee. verbs without a subject last lines of each verse bring us back to the couple./Every spring it blossoms anew:/Old passports can't do that Saw a poodle in a jacket fastened with a pin Went down the harbour and stood upon the quay. looking for you and me. "If we let them in. my dear. Asked me politely to return next year Yet there's no place for us. they offered me a chair./Saw the fish swimming as if they were free: They weren't the human race.• the use of language simple. you observe from their viewpoint the couple are presented as symbols of suffering humanity Ten thousand soldiers marched to and fro: Looking for you and me. conversational style engages the reader directly repetition of key words and clauses emphasises their plight and conveys their misery use of conventions of ‘blues’ – structure of stanzas. they weren't the human race . but they weren't German Jews images drawn from nature emphasise the inhumanity and cruelty of their treatment animal images underline the cruel discrimination – shows how they are regarded as sub-human the reader’s perspective is that of the couple. my dear. yet there's no place for us. The ‘best fit’ approach An answer may not always satisfy every one of the assessment criteria for a particular mark range in order to receive a mark within that mark range. sound and sustained grasp of text range of relevant points with sound examples/references clear understanding of how the writer tries to make the reader sympathise with the refugees in the poem. good analysis based on thorough understanding of the text a range of well-focused points with apt examples/references thoughtful interpretation of how the writer tries to make the reader sympathise with the refugees in the poem. some understanding of the text some relevant points but little development limited awareness of how the writer tries to make the reader sympathise with the refugees in the poem. astute and penetrating analysis of the text cogent and original exploration of ideas and evidence sophisticated and individualistic interpretation of how the writer tries to make the reader sympathise with the refugees in the poem. The ‘best-fit’ approach should be used to determine the mark range which corresponds most closely to the overall quality of the response. fair but not fully-developed understanding of the text valid points with some development some understanding of how the writer tries to make the reader sympathise with the refugees in the poem. Mark Range 0-1 Descriptor very basic attempt at comment extremely limited content minimal grasp of how writer tries to make the reader sympathise with the refugees in the poem. since on individual criteria the answer may meet the descriptor for a higher or lower mark range. generally sound and sustained grasp of text several clear points with generally appropriate examples/references fair understanding of how the writer tries to make the reader sympathise with the refugees in the poem. basic understanding of the text unclear and undeveloped points little awareness of how the writer tries to make the reader sympathise with the refugees in the poem. Total for Question 1: 15 Marks 2 3-4 5-6 7-8 9-10 11-12 13-14 15 . perceptive analysis and assured understanding of the text coherent and fully developed ideas deftly supported with examples/references sensitive interpretation of how the writer tries to make the reader sympathise with the refugees in the poem. Most argument is likely to be based on points relating to: ƒ economic issues and priorities ƒ distinctions between basic needs and luxuries ƒ the importance of sport in terms of international co-operation and/or national pride and prestige . examples and evidence. In this question the effective and logical development of persuasive argument in support of the candidate’s ideas on one side or the other of the viewpoint is a key discriminator. yet relevant way. this applies both to the expression of ideas and the choice of form. In all answers to writing questions. content. using and adapting forms for different readers and purposes • organise ideas into sentences. Question number 2(a) Indicative content • Mark • • • • No specific audience or context is given. though most will probably opt for an essay. • • • It is important not to have preconceptions of what is appropriate or not. and the skill and effectiveness with which the candidate answers the question. The merit of the answer will largely be determined by the cohesiveness and clarity of the presentation of the candidate’s argument. Each answer will need to be judged on its merits. Stronger responses will be supported by reasons. and may use linguistic techniques to persuade the reader It is difficult to suggest what typical content might include. The candidate should argue clearly in favour or against the viewpoint. with accurate punctuation and spelling.Question 2 . paragraphs and whole texts • use a range of sentence structures effectively. ideas and so on) which address the question in an engaging. Much will depend on the experience. structure. and reward these positively. this could be done in a variety of ways.Writing Question 2 (a) Range of writing: argue Assessment Objectives: • communicate clearly and imaginatively. the nationality and the cultural background of the candidate. including consideration of arguments both for and against. particularly in terms of ideas or the expression of them. Candidates are free to 15 approach the topic as they wish. Examiners must be alert to unusual. the examiner’s focus should be on the quality of the writing. perhaps original approaches (for instance in style. job creation etc. bear in mind the need for the ‘best fit’ approach.ƒ ƒ ƒ ƒ tourism encouraging people’s involvement in sport for various reasons including health issues establishing role models for youth legacy (re-usable buildings/facilities. perhaps merely assertions of opinion and not clearly in favour or against the viewpoint. .) Weak answers are likely to be brief and unclear in argument. more successful answers will develop a convincing argument which presents a strong case in favour or against the viewpoint in an engagingly expressed way and in a securely structured form. improved transport. NOW REFER TO PAGES 11-12 FOR THE ASSESSMENT OBJECTIVE GRIDS. In applying the grids. assertive points in an uncertain structure with a limited grasp of context . with accurate punctuation and spelling. particularly in terms of ideas or the expression of them. As the focus is on persuasion. As the content is likely to be very specific to the friend. In all answers to writing questions. with a sensitive awareness of audience and form. perhaps very informal. but. they will present a develop a clear and persuasive case. content. as an informal letter. The persuasion may also include points of advice. ideas and so on) which address the question in an engaging. and reward these positively. Robust comment may not be inappropriate. the clarity and detail of the advice are the key discriminators. yet relevant way. It is important not to have preconceptions of what is appropriate or not. Examiners must be alert to unusual. Stronger responses will tailor the content and means of persuasion to the individual recipient. the examiner’s focus should be on the quality of the writing. and the skill and effectiveness with which the candidate answers the question. Each answer will need to be judged on its merits. An appropriate salutation and subscription may be used but these could be very informal. In this question. the merit of an answer may well be defined by the effectiveness and appropriateness with which verbal techniques of persuasion are used. . paragraphs and whole texts use a range of sentence structures effectively. Question number 2(b) Indicative content Mark 15 • • • • • The question provides a specific audience and form. the friend should be given a clear idea of what the issues are and how they should be addressed. structure.Question 2 (b) Range of writing: advise Assessment Objectives: communicate clearly and imaginatively. Weaker answers are likely to be straightforward and make brief. it is impossible to be precise about what might be included. Structure is also important. more successful answers will show a confident awareness of context and purpose. Tone and style are also likely to be informal. using and adapting forms for different readers and purposes organise ideas into sentences. perhaps original approaches (for instance in style. this should not be interpreted too rigidly. In the case of responses which are only loosely appropriate to the task. content. ‘Explore’ implies some sort of investigation. It is also impossible to be prescriptive about style or narrative approach. it should involve ‘a new start’. the first paragraph in each band of the marking grid relating to ‘effectiveness of communication’ can be helpful. Each answer will need to be judged on its merits. perhaps original approaches (for instance in style. and reward these positively. at least in part. paragraphs and whole texts use a range of sentence structures effectively. or write stories of superficial or fleeting relevance with an apparently appropriate conclusion grafted on. The consistency with which a candidate maintains his or her adopted style may well be important in defining the overall success of the response. structure. in a clear way. or relate to it. The interpretation of ‘new start’ is left to the candidate. the story should. using and adapting forms for different readers and purposes organise ideas into sentences. the thoughts and feelings of the chosen character. A light-hearted humorous approach is as appropriate as a serious one. • • • It is important not to have preconceptions of what is appropriate or not. yet relevant way.Question 2 (c) Range of writing: imagine. Examiners must be alert to unusual. entertain Assessment Objectives: communicate clearly and imaginatively. Examiners should consider carefully before awarding higher band marks to candidates who are clearly reproducing ‘learnt’ stories. ideas and so on) which address the question in an engaging. Any kind of story is acceptable provided it engages the reader. and the skill and effectiveness with which the candidate answers the question. Mark 15 • • • • Weaker answers will be superficially relevant or brief. particularly in terms of ideas or the expression of them. The key discriminator is the degree to which the candidate engages and sustains the reader’s interest Question number 2(c) Indicative content • • Relevance is important. with accurate punctuation and spelling. examiners need to be open-minded about this. In all answers to writing questions. or present in some detail. The story should illustrate the title. the examiner’s focus should be on the quality of the writing. focus on. with little attempt to engage the reader or address the question: more successful answers will have a strong sense of purpose and . bear in mind the need for the ‘best fit’ approach . NOW REFER TO PAGES 11-12 FOR THE ASSESSMENT OBJECTIVE GRIDS.audience. and explore the thoughts and feelings of the central character in an engaging and entertaining way. which fully reflects the title. In applying the grids. Basic punctuation is used with some control. Sentence construction and variety are accurate and used to create effects with only occasional errors. question marks are used together with some other marks. little variety of sentence structure. Little awareness is shown of the purpose of the writing and the intended reader Organisation is simple with limited success in opening and development The spelling of common words is usually correct though inconsistencies are present. There is some evidence of control in choice of vocabulary and sentence structure. well chosen vocabulary. limited vocabulary. Punctuation is mostly secure. some evidence of crafting in construction of sentences Organisation mostly sound. development and closure together with successful use of cohesive devices Spelling of a wide range of words is accurate. Shows a basic grasp of the purpose and of the expectations/requirements of the intended reader shown Shows some grasp of text structure. with opening and development and broadly appropriate paragraphing and other sequencing devices Full stops. Band 3 7-9 Generally clear sense of purpose and understanding of the expectations/requirements of the intended reader shown Communicates clearly. clear text structure. mostly correctly/ grammatical structuring of simple and some complex sentences is usually correct/spelling of simple and more complex words usually correct. capital letters. Effectiveness of communication Organisation Spelling Punctuation Grammar Purpose and audience Effectiveness of communication Organisation Spelling Punctuation Grammar . controlled paragraphing to reflect opening. Band 2 4-6 Communicates in a broadly appropriate way. Sentence construction and variety shows some control.Writing Mark Scheme: Paper 2 Question 2 Writing skills Effectiveness of communication Organisation Spelling Punctuation Grammar Band/ Range Band 1 0-3 Descriptor Communicates at a basic level. A wide range of sentence constructions and sentence variety is used effectively to create intended impact and convey nuances of meaning. Total for Question 2: 15 Marks Total for Paper: 30 Marks Organisation Spelling Punctuation Grammar . with aptly chosen vocabulary and well-controlled variety in sentence construction.12 Communicates effectively. Control of a range of punctuation marks is precise. skilfully sustained paragraphing. assured application of a range of cohesive devices Spelling of a wide and ambitious vocabulary is consistently accurate. with occasional slips. enabling intended emphases and effects to be conveyed. Sentence construction and variety is ambitious and assured. A secure realisation of the writing task according to the writer's purpose and the expectations/requirements of the intended reader is shown Organisation is secure. Strong and assured. Extensive vocabulary and skilful control in the construction of varied sentence forms. Punctuation is accurate with a wide range of marks used to enhance communication. There is sophisticated control of expression and meaning. sharply focused on purpose and the expectations/requirements of the intended reader shown Sophisticated control of text structure.Effectiveness of communication Band 4 10 . effective paragraphing and a range of cohesive devices between and within paragraphs Spelling is almost always accurate. Organisation Spelling Punctuation Grammar Effectiveness of communication Band 5 13 -15 Compelling in its communicative impact. text structure is well-judged. edexcel.orders@edexcel. Essex CM20 2JE .com Order Code UG030406 January 2012 For more information on Edexcel qualifications. 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